School of Health Sciences Doctor of Physical Therapy Clinical Education Faculty Handbook Faculty Approved 2/10/2014 Approved by Graduate Council 2/24/2014 Approved by General Council 2/26/2014 Approved by VPAA 2/25/2014
The University reserves the right to change and to make exceptions to the provisions of this Handbook at any time and to apply any change or to make an exception applicable to any clinical education faculty member. This Handbook is neither a contract nor an offer to enter into a contract. 2
Trine University Doctorate of Physical Therapy (DPT) Clinical Education Faculty Handbook Table of Content Page # Section 1: Program Information Mission and Vision Statements 5 Trine University School of Health Sciences Physical Therapy Program DPT Program Philosophy 5 DPT Program Goals and Outcomes 6 DPT Curriculum Plan of Study 8 DPT Course Description 9 Overview of Clinical Education 14 Accreditation Status 15 Section 2: Clinical Education Clinical Education Summary 16 Defining Acute, Outpatient, and Chronic Care 16 Roles and Responsibilities 17 Director of Clinical Education Clinical Education Site/Facility Clinical Education Faculty Center Coordinator of Clinical Education (CCCE) Clinical Instructor (CI) Physical Therapy Student (SPT) Patients Responsibilities of the Clinical Sites, CCCEs, CIs 20 Rights and Privileges of Clinical Instructors 20 CARE Clinical Instructors Clinical Instructors for Full-time Clinical Affiliations Clinical Education Sequence 21 Communication between Trine University and Clinical Sites 21 Prior to Student Arrival During Clinical Education Experience Assignment to Clinical Rotations 22 Conflicts of Interest 23 Confidentiality and Communication during the Clinical Education Experiences 23 Travel and Living Expenses 24 Clinical Attendance 24 Severe Weather Holidays Extenuating Circumstances Dress Code 25 Evaluation 25 CARE Courses Full-time Clinical Experiences Requirements for Clinical Education Internships 26 Communication Certificate of Liability Insurance Health Insurance Immunizations Medical Contraindications/Waivers Background Check OSHA Training 3
HIPAA Training Substance Abuse Testing CPR Certification Section 3: Standards of Conduct American Physical Therapy (APTA) Code of Ethics & Core Values 31 Professional Behaviors 31 Filing a Complaint 32 Filing a Complaint about the Program to CAPTE 33 Affirmative Action Statement 33 American with Disabilities Act (ADA) Compliance 33 Technical Standards 34 Student Compliance with Technical Standards Psychomotor Skills Observation Communication Intellectual, Conceptual, and Integrative Abilities Affective, Behavioral, and Social Capabilities Procedure 4
Mission and Vision Statements Section 1: Program Information Mission University Trine University promotes intellectual and personal development, through professionally focused and formative learning opportunities, preparing students to succeed, lead, and serve. Vision Trine will be the very best mid-sized private university, contributing to local and regional economic and cultural development. We will be characterized as engaged, dynamic, growing, and adding value. School of Health Sciences Physical Therapy Program The School of Health Sciences at Trine University, by providing high quality, professionally focused and formative learning opportunities, enables its students, graduates and faculty to make a positive impact on the health and wellness of their communities through service, leadership, and scholarship. The Doctor of Physical Therapy Program at Trine University, by providing high quality, professionally focused, cost effective, physical therapy education, enables its graduates and faculty to make a positive impact on the healthcare needs of their communities through service, leadership, and scholarship. The School of Health Sciences at Trine University will be a recognized as a premier provider of health science education, adding value to the lives of its graduates and community members. The Doctor of Physical Therapy Program at Trine University will be a recognized as a premier provider of physical therapy education, adding value to the lives of its graduates and community members. DPT Program Philosophy Physical therapists have an obligation to their patients, communities and profession, to promote and maintain high moral, ethical and clinical practice standards. Doctors of physical therapy have a responsibility to promote evidence based practice and to expand, evolve and refine the profession s knowledge base. Students of physical therapy must assume the responsibility of learning while faculty members must create and nurture an environment that motivates learning through active involvement. For this reason we endorse learning activities that bring real-world challenges into the classroom, and students to the real world of physical therapy practice. We place a high value on faculty members who, as role models and mentors, help students to cultivate self-awareness, interpersonal skills, professional behaviors, and passions for service and lifelong learning. Education is not the filling of a pail, but the lighting of a fire. ~ W.B. Yeats 5
DPT Program Goals and Outcomes Upon completion of all requirements of the Trine University Doctor of Physical Therapy program, graduating students will: Goal 1. Be prepared for entry level physical therapy practice in a variety of settings to make a positive impact on the healthcare needs of their communities through service, leadership, and scholarship. Student Outcome 1a: Demonstrate the ability to utilize the evidence-based knowledge and skills necessary for entry-level physical therapist practice. Student Outcome 1b: Demonstrate behaviors consistent with the American Physical Therapy Association s Code of Ethics for the Physical Therapist. Student Outcome 1c: Participate in efforts to meet the health needs of people locally, nationally, or globally. Student Outcome 1d: Upon completion of all requirements of the Trine University Doctor of Physical Therapy program, graduating students will demonstrate the ability to make substantive contributions to the physical therapy profession through service, leadership or scholarship. Graduates of the Trine University Doctor of Physical Therapy program will: Goal 2: Be engaged in ethical, competent, and professionally rewarding physical therapy practice. Graduate Outcome 2a: Be employed as a physical therapist within six months of completing the national and state licensure examinations. Graduate Outcome 2b: Obtain employment consistent with personal and professional goals within two years of completing the national and state licensure examinations. Graduate Outcome 2c: Employers indicate that graduates are able to demonstrate ethical, entry-level competence in various settings and use evidence to guide practice. Faculty of the Trine University Doctor of Physical Therapy program will: Goal 3: Advance the profession and inform their teaching through service, leadership, and scholarship Faculty Outcome 3a: 100% of program faculty will have a record of scholarly inquiry and dissemination of knowledge consistent with the expectations of the University and those published by CAPTE. Faculty Outcome 3b: 100% of program faculty will engage in activities such as service, leadership, advocacy, and scholarship, which support the interests of the physical therapy profession and the health needs of people locally, nationally or globally. Goal 4: Demonstrate a commitment to the utilization of best practices in education, continuous professional development, and the promotion of evidence-based approaches to physical therapy practice. Faculty Outcome 4a: 100% of program faculty will utilize self and peer evaluations to achieve their professional development goals. Faculty Outcome 4b: 100% of program faculty will participate in professional development activities, such as professional conferences, continuing education, and consumption of published literature, that address areas of identified need and ensure currency of expertise. The Trine University Doctor of Physical Therapy program will: Goal 5: Continually assess, develop, and improve the curriculum. Program Outcome 5a: Utilize feedback from program stakeholders for development and improvement of the curriculum. Program Outcome 5b: Achieve full CAPTE accreditation. 6
Goal 6: Demonstrate a commitment to the physical therapy profession by facilitating collaborative activities for continuous professional growth in its communities. Program Outcome 6a: Host a minimum of one Northeast Indiana Physical Therapy Association district meeting per year. Program Outcome 6b: Each year, 10% of the program faculty members will engage in collaborative, interdisciplinary research within the community. Program Outcome 6c: The program will support interprofessional education in the Fort Wayne community. 7
DPT Curriculum Plan of Study Fall 1 Credit Hrs. Spring 1 Credit Hrs. DPT 5111 CARE I 1 DPT 5211 CARE II 1 DPT 5124 Anatomy of Movement I 4 DPT 5224 Anatomy of Movement II 4 DPT 5134 Applied Physiology I 4 DPT 5234 Applied Physiology II 4 DPT 5143 Clinical Practice I 3 DPT 5243 Clinical Practice II 3 DPT 5152 Health Behavior Science 2 DPT 5254 Applied Neuroscience 4 DPT 5162 Professional Development I 2 Total: 16 hrs. Total: 16 hrs. Summer 1 Credit Hrs. Fall 2 Credit Hrs DPT 5311 CARE III 1 DPT 6111 CARE IV 1 DPT 5352 Pharmacology 2 DPT 6124 Musculoskeletal PT I 4 DPT 5362 Outcome Assessment 2 DPT 6134 Neuromuscular PT I 4 DPT 5343 Clinical Practice III 3 DPT 6142 Imaging & Laboratory Testing 2 DPT 5372 Evidence Based Practice I 2 DPT 6152 Lifespan I: Growth & Development Total: 10 hrs. DPT 6172 Evidence Based Practice II 2 DPT 6191 Anatomy Seminar I 1 Total: 16 hrs. Spring 2 Credit Hrs. Summer 2 Credit Hrs. DPT 6211 CARE V 1 DPT 6314 Clinical Practicum 4 DPT 6224 Musculoskeletal PT II 4 DPT 6342 Orthotics and Prosthetics 2 DPT 6233 Neuromuscular PT II 3 DPT 6352 Primary Care Practice 2 DPT 6242 Cardiopulmonary PT 2 DPT 6362 Professional Development II 2 DPT 6252 Lifespan II: Geriatrics 2 DPT 6382 Healthcare Delivery II 2 DPT 6272 Evidence-Based Practice III 2 Total: 12 hrs. DPT 6282 Healthcare Delivery I 2 DPT 6291 Anatomy Seminar II 1 Fall 3 Credit Hrs. Total: 17 hrs. Spring 3 Credit Hrs. DPT 7118 Clinical Internship I 8 DPT 7214 Clinical Internship III 14 DPT 7128 Clinical Internship II 8 DPT 7262 Professional Development III 2 Total: 16 hrs. Total: 16 hrs. TOTAL CURRICULUM HOURS: 119 hrs. 8
DPT Program Course Description Fall 1 DPT 5111 CARE I Clinical Application and Reflection Experience (CARE) I is the first in a series of five courses that are integrated with didactic instruction in the first five semesters of the DPT curriculum. Students work in teams with a physical therapist clinical instructor to practice and refine skills, employ clinical problem-solving, participate in reflective group discussions and assume professional roles in various clinical patient care settings. Students are expected to demonstrate skills and apply knowledge obtained from concurrent and previous coursework. DPT 5124 Anatomy of Movement I Systems and regional approaches to gross human anatomy are combined with principles of kinesiology to enable an in-depth study of the anatomical components and principles of function. The material covered in this course includes anatomy and kinesiology of the upper extremities, head, and neck. Classroom and online lectures are complemented by laboratory experiences that include study of prosected human cadavers, and instructional palpation of live humans. DPT 5134 Applied Physiology I This is the first of a two courses in which students study applied physiological concepts. This course focuses on the physiological and functional responses and adaptations of the human body to exercise, and the influences of structural and physiological changes with growth, aging, nutrition, drugs, and disease. The primary focus will be on the musculoskeletal and cardiopulmonary systems, and systems of energy production, delivery and balance. Learning occurs through lecture, discussion, and laboratory experiences. DPT 5143 Clinical Practice I Students learn through lecture, discussion, and guided practice important skills for patient management in clinical practice. Examples of these skills include: Effective patient interviewing and documentation; assessment of impairments including vital signs, sensation, reflexes, and pain; safe and effective positioning and draping; managing wheelchairs and other equipment; safe assistance with gait and transfers; and the therapeutic application of superficial heat and cold. Students are also introduced to theoretical models that guide clinical decision making, including patient management, clinical reasoning, disablement, and evidence-based practice models. DPT 5152 Health Behavior Science Students will explore and analyze how human actions, cognitions, communications, and environment affect health, chronic disease, and quality of life across the lifespan. Students will explore evidence and strategies for health promotion through education, policy change, development and implementation of programs, and evaluation of impact and outcomes. DPT 5162 Professional Development I This is the first of a series of three professional development courses whose focus is the professional socialization process. Students will learn about the profession of physical therapy, including its history, and future directions. Topics of emphasis include professional codes of ethics and conduct, laws relative to PT practice, therapeutic communication, cultural competency, stress management and conflict resolution. Spring 1 DPT 5211 CARE II Clinical Application and Reflection Experience (CARE) II is the second in a series of five courses that are integrated with didactic instruction in the first five semesters of the DPT curriculum. Students work in teams with a physical therapist clinical instructor to practice and refine skills, employ clinical problem-solving, participate in reflective group discussions and assume professional roles in various clinical patient care settings. Students are expected to demonstrate skills and apply knowledge obtained from concurrent and previous coursework. 9
DPT 5224 Anatomy of Movement II Systems and regional approaches to gross human anatomy are combined with principles of kinesiology to enable an in-depth study of the anatomical components and principles of function. The material covered in this course includes anatomy and kinesiology of the thorax, pelvis and lower extremities. A study of the anatomy of the heart and lungs is also included. Classroom and online lectures are complemented by laboratory experiences that include study of prosected human cadavers, and instructional palpation of live humans. DPT 5234 Applied Physiology II This is the second of a two course series in which students study applied physiological concepts. This course focuses on the normal physiology of the endocrine, GI, renal, and reproductive organ systems, as well the influences of physiological changes with growth, aging, nutrition, drugs, and disease. DPT 5243 Clinical Practice II Students learn through lecture, guided practice, literature reviews, case-based discussion, and documentation assignments, important skills for patient management in clinical practice. Examples of these skills include: assessment of range of motion, muscle performance, and posture: the therapeutic use of passive, active-assisted, and manually resisted motion; and the design and implementation of therapeutic exercise programs. An emphasis is placed on the integration of examination findings, current scientific evidence, and sound clinical reasoning to guide the use of therapeutic exercise for prevention and rehabilitation of movement dysfunction and disability. DPT 5254 Applied Neuroscience Students are introduced to the structure and function of the nervous system. An emphasis is place on the sensory and motor systems involved in motor control and key concepts required for clinical practice. Through lecture and laboratory instruction, the gross and cellular organization of the nervous system are presented, along with its relationship to the somatic and visceral systems, and the reception, transmission, and integration of information at multiple levels. Clinical manifestations of dysfunction of major neural elements are discussed. Summer 1 DPT 5311 CARE III Clinical Application and Reflection Experience (CARE) III is the third in a series of five courses that are integrated with didactic instruction in the first five semesters of the DPT curriculum. Students work with a physical therapist clinical instructor to practice and refine skills, employ clinical problem-solving, participate in reflective group discussions and assume professional roles in various clinical patient care settings. Students are expected to demonstrate skills and apply knowledge obtained from concurrent and previous coursework. DPT 5352 Pharmacology An integrated study of pharmacology presenting the pharmacodynamics and pharmacotherapeutics of common classes of drugs which include anti-inflammatory, analgesic, muscle relaxant, psychotropic, anti-microbial, and diabetic medications. Factors emphasized include indications, contraindications, adverse reactions, and the implications for physical therapy care. DPT 5362 Outcome Assessment This course explores approaches to the appraisal of health, functional outcomes, and the effectiveness of physical therapy interventions. Students study specific metrics utilized for outcomes assessment, and analyze common health and rehabilitation outcomes measures in terms of reliability, validity, clinical utility, and cost effectiveness. A working knowledge of these topics is developed through lecture, discussion and case-based examples. DPT 5343 Clinical Practice III Students learn through lecture, guided practice, literature reviews, case-based discussion and treatment plan development, important skills for patient management in clinical practice. Examples of these skills include: the selection and use of deep thermal, electrodiagnostic, electrotherapeutic, and mechanical, modalities (including massage) for various impairments and functional limitations. An emphasis is placed on the integration of 10
examination findings, current scientific evidence, and sound clinical reasoning to guide the use of therapeutic interventions for prevention and rehabilitation of movement dysfunction and disability. DPT 5372 Evidence Based Practice I Students will study the theoretical foundations of evidence-based practice and develop a framework to support sound clinical reasoning. They will learn how to search, retrieve and organize scientific evidence from sources of knowledge such as library and internet-based sources. Following an introduction to psychometrics and principles of measurement in healthcare, students will learn to critically evaluate current literature to inform clinical decisions. Fall 2 DPT 6111 CARE IV Clinical Application and Reflection Experience (CARE) IV is the fourth in a series of five courses that are integrated with didactic instruction in the first five semesters of the DPT curriculum. Students work in teams with a physical therapist clinical instructor to practice and refine skills, employ clinical problem-solving, participate in reflective group discussions and assume professional roles in various clinical patient care settings. Students are expected to demonstrate skills and apply knowledge obtained from concurrent and previous coursework. DPT 6124 Musculoskeletal PT I This course is the first part of a two part series dedicated to study of the musculoskeletal system as it relates to the clinical practice of physical therapy. This course introduces students to musculoskeletal examination, evaluation, diagnosis, prognosis, intervention, standardized assessment, and outcome measurement for impairments, functional limitations, and disability in clients with pathologies of the cervical spine and upper extremities. DPT 6134 Neuromuscular PT I This is the first of two courses which introduce the student to the management of adults with complex CNS and multisystem disorders and co-morbidities. Instruction occurs via lecture, discussion of case scenarios, and guided laboratory practice. The neuropathology of conditions frequently managed by physical therapists is studied with an emphasis on examination, evaluation, diagnosis, clinical decision-making, prognosis, intervention, standardized assessments and relevant outcome measures. The appropriate use of assistive technologies is also explored. DPT 6142 Imaging and Laboratory Testing Students study the fundamentals of diagnostic testing procedures used in the evaluation of patients with various disorders and disease processes. Scientific principles underlying clinical laboratory testing and imaging technologies will be explained. Emphasis will be placed on the information obtained through specific testing and medical imaging procedures, its sensitivity and specificity, and its potential to influence the physical therapy examination, interventions, and plan of care. DPT 6152 Lifespan I: Growth and Development Students learn through lecture, discussion, and guided practice, the major components of development from birth through adolescence. Theories that support our understanding of development and guide clinical decisions are explored. Emphasis is placed on examination, evaluation and treatment of children with neuromuscular diagnoses and neurodevelopmental delays and disabilities. Also considered are pediatric public laws, child abuse, and therapeutic interactions with families. DPT 6172 Evidence Based Practice II Students study principles of experimental, qualitative, and survey research methods and the application of these methods to the field of physical therapy. Emphasis is placed on the function of the research question, hypotheses, study design, sampling, study variables, measurement, reliability, validity, and statistics in the analysis and evaluation of research literature. In addition to descriptive statistics, students are introduced to, linear regression, comparison of means, and categorical data analysis (chi-square and logistic regression). Statistics for comparison of results across studies will also be discussed (e.g., effect size, odds ratio). 11
DPT 6191 Anatomy Seminar I The goal of this course is to enable an in-depth study of human anatomy. Students will perform an independent human cadaver dissection project under the supervision of the course instructor. Learning is enhanced as student share their results through formal presentations to their peers and clinical experts. Spring 2 DPT 6211 CARE V Clinical Application and Reflection Experience (CARE) V is the final course in a series of five courses that are integrated with didactic instruction in the first five semesters of the DPT curriculum. Students work in teams with a physical therapist clinical instructor to practice and refine skills, employ clinical problem-solving, participate in reflective group discussions and assume professional roles in various clinical patient care settings. Students are expected to demonstrate skills and apply knowledge obtained from concurrent and previous coursework. DPT 6224 Musculoskeletal PT II This course is the second part of a two part series dedicated to study of the musculoskeletal system as it relates to the clinical practice of physical therapy. This course introduces students to musculoskeletal examination, evaluation, diagnosis, prognosis, intervention, standardized assessment, and outcome measurement for impairments, functional limitations, and disability in clients with pathologies of the thoracic spine and lower quarter. DPT 6233 Neuromuscular PT II This is the second of two courses which introduce the student to the management of common pediatric neurological and neuromuscular conditions and co-morbidities. Instruction occurs via lecture, discussion of case scenarios, and guided laboratory practice. Relevant neuropathology is studied with an emphasis on examination, evaluation, diagnosis, clinical decision-making, prognosis, intervention, standardized assessments and relevant outcome measures. The appropriate use of assistive technologies is also explored. DPT 6242 Cardiopulmonary PT The focus of this course is the physical therapy management of individuals with adults with movement-related cardiovascular and pulmonary conditions including those with significant co-morbidities. Instruction occurs via lecture, discussion of case scenarios, and guided laboratory practice. The pathology of conditions frequently managed by physical therapists is introduced with an emphasis on examination, evaluation, diagnosis, clinical decision-making, prognosis, intervention, standardized assessments and relevant outcome measures DPT 6252 Lifespan II: Geriatrics Students study the physiologic and pathologic changes in musculoskeletal, neurological, integumentary, cardiopulmonary and metabolic systems that occur from middle to old age and the consequent effects on physical performance, cognition, behavior, and social and emotional wellbeing. Emphasis will be placed on utilizing a clear understanding of the consequences of aging to plan effective, evidence-based physical therapy intervention for older adults. DPT 6272 Evidence-Based Practice III In this course students apply the concepts of evidence-based practice to answer a question relevant to clinical practice. Students work in groups with faculty mentors to identify a question, review the relevant literature, and collect and analyze evidence to determine best practices and/or policies. DPT 6282 Healthcare Delivery I This course provides an overview of the American health care system. It will review the system s origins and its various components and how these factors translate into current health care services. Forces influencing healthcare access, cost, and quality will be explored as well as the effects of the current environment on physical therapy practice, research and education. 12
DPT 6291 Anatomy Seminar II The goal of this course is to enable an in-depth study of human anatomy. Students will perform an independent human cadaver dissection project under the supervision of the course instructor. Learning is enhanced as student share their results through formal presentations to their peers and clinical experts. Summer 2 DPT 6314 Clinical Practicum This is first of four full-time clinical internships during which students are engaged in clinical observation and supervised application of basic examination, evaluation, and intervention skills and procedures. An emphasis is placed on professional behaviors, safe patient handling techniques, analysis of examination findings, individualized treatment planning and progression, and appropriate communication. DPT 6342 Orthotics and Prosthetics This course introduces students to the management of patients with amputations, prosthetics, and orthotics. Instruction occurs via lecture, discussion of case scenarios, and guided laboratory practice. Relevant pathology and kinesiology are reviewed with an emphasis on examination, evaluation, diagnosis, clinical decision-making, prognosis, intervention, standardized assessments and relevant outcome measures. The appropriate use of orthotic and prosthetic technologies is also explored. DPT 6352 Primary Care Practice This course explores current issues in primary care practice and focuses specifically on aspects of primary care that are crucial to safe and effective practice. Students learn to perform higher level diagnostic screening procedures to identify selected medical diagnoses, and they practice clinical decision making to guide patient management and referral decisions. Students also learn to assess the health needs of individuals, groups and communities in order to develop programs for health, wellness, and injury prevention across the lifespan. DPT 6362 Professional Development II This course emphasizes a professional approach to clinically relevant topics such as cultural diversity; child, elder, and domestic abuse; workplace violence and harassment; end of life issues; and mental health concerns. Professional communications and the role of the professional as an educator and lifelong learner are also explored. Students present the results of their Evidence-based practice project in poster or platform format at the School of Health Sciences research forum. DPT 6382 Healthcare Delivery II This course focuses on contemporary managerial and leadership issues important to the provision high quality, fiscally sound healthcare. Topics include organizational structures, management principles, leadership and decisionmaking, quality assurance and accountability, financial and reimbursement concerns, marketing and customer relations, and the regulatory and external environment. Fall 3 DPT 7118 Clinical Internship I During this full-time clinical internship students are engaged in clinical observation and supervised application of basic and comprehensive examination, evaluation, and intervention skills and procedures. An emphasis is placed on integration of professional behaviors, evaluation, physical therapy diagnosis, individualized treatment planning and progression, clinical reasoning, and documentation. DPT 7128 Clinical Internship II During this full-time clinical internship students participate, with supervision, in the provision of major components of physical therapy care including screening, examination, integrative evaluation, differential diagnosis, prognosis, and procedural interventions. Students also design, prepare and provide an educational intervention. An emphasis is 13
placed on the development of entry-level PT competencies and behaviors as students are given opportunities to practice components of the professional physical therapist s role. Spring 3 DPT 7214 Clinical Internship III In this final full-time clinical internship students engage in continued supervised application of comprehensive patient management skills including advanced examination, evaluation, diagnosis, prognosis and interventions. Students also provide an educational intervention, and participate in practice management and proper utilization of support personnel. At the completion of this internship students are expected to have demonstrated entry-level physical therapist competency and behaviors. DPT 7262 Professional Development III Students participate in distance learning sessions while on their final clinical internship. The emphasis is on sharing and reflecting on aspects of their internship experience pertinent to their development as professionals. Topics emphasized include leadership, interdisciplinary collaboration, quality and safety standards, billing, rules, regulations, laws. Following the internship students will come together on campus for a final week to participate in seminars on topics such as for effective resume writing and interviewing, exam preparation, and professional career planning. Overview of Clinical Education Students enrolled in Trine University s DPT program will be required to participate in clinical education experiences and internships in addition to the didactic coursework within the curriculum. These experiences will include parttime integrated clinical experience during the first five semesters and four full-time clinical internships. Please see the Clinical Education Section of this handbook for details about the policies and procedures, academic requirements, and rules and regulations of the clinical education process. Any further questions about clinical education should be directed to the Director of Clinical Education (DCE). Changes in the curriculum may occur as a natural result of the curriculum review process that occurs routinely. The Program has a curriculum committee that is responsible for curriculum review, periodic assessment, and recommendation of changes as a result of the assessment process. Prior to the first day of class, the following documents directly related to the clinical education portion of the DPT program must be copied and submitted to the DCE: Current health insurance Criminal background check Immunization records including required vaccinations and titers Results of physical exam Results of TB test Results of substance abuse test The Clinical Education team will make copies of these documents to be placed in the student s clinical education file. Any deficiencies in these documents will be communicated to the student upon receiving the documents. Failure to submit these documents prior to the start of the program, could result in the student not being able to participate in clinical, laboratory and classroom activities. Further details on immunizations please are in the Clinical Education Section. 14
Accreditation Status Trine University is accredited by the Higher Learning Commission of the North Central Association of Colleges and Schools, www.ncahlc.org. Telephone 312.263.0456. Graduation from a physical therapist education program accredited by the Commission on Accreditation in Physical Therapy Education (CAPTE), 1111 North Fairfax Street, Alexandria, VA 22314; phone; 703-706-3245; accreditation@apta.org is necessary for eligibility to sit for the licensure examination, which is required in all states. Effective July 29, 2014, Trine University has been granted Candidate for Accreditation status by the Commission on Accreditation in Physical Therapy Education (1111 North Fairfax Street, Alexandria, VA, 22314; phone: 703-706- 3245; email: accreditation@apta.org). Candidacy is not an accreditation status nor does it assure eventual accreditation. Candidate for Accreditation is a pre-accreditation status of affiliation with the Commission on Accreditation in Physical Therapy Education that indicates the program is progressing toward accreditation. 15
Clinical Education Summary Section 2: Clinical Education Clinical education is an essential part of the Trine University Physical Therapy Program. The physical therapists and health care facilities participating in the clinical program are carefully screened and must share the PT Program s mission to have a positive impact on the healthcare needs of their communities through service, leadership, and scholarship. The clinical experiences consist of two parts: the Clinical Application and Reflection Experience (CARE courses) and full-time clinical affiliations. The CARE courses are integrated clinical courses and are placed during the first five semesters of the program. Four clinical affiliation courses exist in the last three semesters: one 4-week clinical practicum (DPT 6314), two 8-week clinical internships (DPT 7118, DPT 7128), and one 14 week clinical internship (DPT 7214). Students must complete their clinical experiences in three practice areas: inpatient, chronic care, and outpatient that span the four practice patterns- musculoskeletal, neurological, cardiovascular/pulmonary, and integumentary. Students may also participate in more specialized patient care areas including, but not limited to, home health, sports medicine, pediatrics, wellness clinics, hand therapy, burn hospitals or occupational health. Students participating in clinical rotation are still part of the University and are expected to meet all of the tuition obligations and academic requirements of a student. Students must be adhere to the schedule assigned them by their clinical site, including holiday and work schedules. Defining Acute, Outpatient, and Chronic Care Acute Criteria: Doctoral level students will gain experience/exposure in considering all the components of a patient s current condition in this setting including but not limited to: Episodes of immediate and severe illness or disability Short-term stay Co-morbidities Medications Labs, imaging, and medical screening Line management Outpatient Criteria: Doctoral level, students will gain experience/exposure in considering all the components of a patient s current condition in this setting including but not limited to: Conditions that may no longer be in the acute phase Ambulatory patients with injuries that live at home, but are able to be community dwellers with or without assist Preventative care that fosters early detection of disease and morbidity, and focuses on keeping patients well in addition to helping them while they are sick Medical conditions that do not require hospital admission and can be managed without admission to a hospital Insurance reimbursement issues/case management 16
Chronic Care Criteria: Doctoral level, students will gain experience/exposure in considering all the components of a patient s current condition in this setting including but not limited to: Ambulatory or non-ambulatory patients with injuries/disabilities that reside at a facility End goal may be to improve functional level in current environment or return home with or without assist Address preexisting or long term illness, as opposed to inpatient which is concerned with short term or severe illness of brief duration Self-care, promote health and prevent loss of function Medicare and insurance reimbursement issues/case management Roles and Responsibilities Director of Clinical Education (DCE) A licensed physical therapist, employed by Trine University as a core faculty member, whose primary concern is relating the students clinical education to the curriculum. The DCE is the faculty member of record for the clinical education courses. This coordinator administers the total clinical education program and, in conjunction with the rest of the academic and clinical faculty plans, organizes, develops, facilitates, coordinates, administers, monitors and assesses the clinical education component of the curriculum. In addition, the DCE is responsible for evaluating the students progress. Responsibilities of the DCE include, but are not limited to: 1. Selecting clinical education sites which will provide quality clinical education for the students. 2. Developing and coordinating the selected clinical education site(s) with the Center Coordinator of Clinical Education (CCCE). 3. Developing, planning, organizing, facilitating, coordinating, supervising, monitoring and assessing the clinical education experiences for each student with the clinical faculty (CCCE and Clinical Instructors (CIs)). 4. Assisting clinical faculty in the development, implementation, and evaluation of quality clinical education programs. 5. Serving the Physical Therapy Program through additional teaching, advising, service, and research activities. Clinical Education Site/Facility: A setting in which learning opportunities and guidance in clinical education is provided for physical therapy students. The clinical education site may be a hospital, clinic, school, home-health or other setting that is affiliated with Trine University through a contractual agreement. Clinical Education Faculty Those individuals engaged in providing the clinical education components of the curriculum, generally referred to as either CCCEs or CIs. While the educational institution/program does not usually employ these individuals, they do agree to certain standards of behavior through contractual arrangements for their services. Center Coordinator of Clinical Education (CCCE): A licensed physical therapist(s) or other qualified individual employed and designated by the clinical education site, who develops, organizes, arranges and coordinates the clinical education program for the site. Responsibilities include, but are not limited to: 1. Identifying, organizing, and coordinating the specific learning experiences available at the clinical education site. 17
2. Selecting and assigning clinical instructors CIs for each clinical placement and to ensure the CI s readiness to participate in the clinical education process. CCCEs should use the APTA Guidelines and selfassessments to assist CIs in analyzing their preparedness as clinical supervisors and to ensure that they meet minimal competency standards. 3. Coordinating, organizing, directing, supervising, and evaluating the activities of the clinical instructors and the students assigned to that site. 4. Organizing and implementing clinical instructor development programs to enhance clinical education skills and assess ongoing clinical instructor skills. The DCE may assist in the design and implementation of clinical instructor development activities. 5. Maintaining communication with the CI, DCE, and the assigned student during the clinical education experience. 6. Orienting the student to the facility, personnel, its policies and procedures, and expectations for the learning experience or assign responsibility for orientation to a clinical instructor. 7. This person may or may not have other responsibilities at the clinical education site. Clinical Instructor (CI): A licensed physical therapist, employed by the clinical education site, who is responsible for the direct instruction, supervision, and evaluation of the physical therapy student in the clinical education setting. Responsibilities of the CI include but are not limited to: 1. Planning the clinical education learning experience for the student using the instructions for the clinical rotation and the student s previous clinical experience as a guide. 2. Providing an opportunity to practice physical therapist skills while being supervised to reinforce knowledge, skills and behaviors acquired in the classroom. 3. Modeling for the student the role of the PT in a clinical setting. 4. Assigning specific cases to the student so the student can perform examinations, interventions, patient education, communication with others, documentation and all other responsibilities associated with the specific cases. 5. Providing ongoing, informal feedback on student s performance, as well as formal, written evaluations so students can discover strengths, areas needing improvement and suggestions for additional learning experiences. 6. Providing an opportunity for the student to participate in departmental activities, including departmental meetings, inservices, case reviews, patient care conferences, rounds, etc. 7. Participating in clinical instructor development programs. 8. Maintaining communication with the CCCE and the DCE as necessary regarding the students performance. Minimum Expected Criteria: The following are characteristics that CIs should possess: 1. The individual must be a licensed Physical Therapist 2. Have 1 year of clinical experience 3. Good communication skills: As a communicator, the CI should: a. Be an active listener b. Communicate with others (students, patients, co-workers) in a non-threatening and tactful manner 18
c. Clearly present ideas/ information to others in a well-organized, concise manner d. Provide constructive feedback to others in a timely manner 4. The ability to provide a positive environment for active student learning. As a teacher, the CI should: a. Establish prioritized objectives for the learning experience with student input b. Clearly explain the student responsibilities c. Provide opportunities for learning within the student s current scope of practice d. Facilitate therapist-student relationships 5. A positive attitude and genuine interest toward teaching. As a teacher, the CI should: a. Be accessible and approachable by others b. Be available to the student for discussion of patient management c. Be available to the student for periodic discussion of student progress d. Integrate knowledge of various learning styles into clinical teaching e. Use planned and unplanned experiences to promote learning f. Encourage self-assessment in students 6. Good problem solving skills and the ability to facilitate problem solving in others. As a teacher, the CI should: a. Demonstrate problem solving abilities in clinical, interpersonal, interprofessional, and administrative areas b. Encourage problem solving in others 7. Exemplary professional behavior. As a professional role model, the CI should: a. Work effectively with peers/other health care team members b. Accept responsibility in a positive manner c. Display self-confidence, desirable attitudes and the core values of the profession d. Be aware of his/her own limitations and show an active interest in further self-development Student Physical Therapy (SPT): Prior to the student s arrival at the assigned clinical education site, the student is responsible for: 1. Verifying that physical examination and health screens, immunizations and titers, health insurance, liability insurance, HIPAA training, OSHA training and CPR are current 2. Reviewing information located in the clinical education files which is pertinent to the assigned clinical site. 3. Reviewing the academic program s Student Handbook. 4. Completing pertinent information that is to be included in the student personal data packet prior to the time information is mailed to the facility. While at the assigned clinical education site, the student is responsible for: 19
Patients: 1. Adhering to the policies and procedures, rules and regulations of the clinical education site. 2. Adhering to the clinical education policies of Trine University as stated in the DPT Student Handbook. 3. Introducing him/herself to patients, family members, and other healthcare providers as a Student Physical Therapist 4. Obtaining consent from patients to provide care and actively engaging in physical therapy patient management opportunities. 4. Demonstrating adult learning qualities when participating in professional activities of the clinical education site. 5. Reflecting on the quality of his/her own mastery of professional knowledge, attitudes and skills by completing the required student self-assessments. 6. Evaluating the effectiveness of the clinical education experience at the clinical education site and providing feedback to the clinical education site and clinical instructor by completing the Physical Therapist Student Evaluation: Clinical Experience and Clinical Instructor. Throughout the clinical education process, CIs will select and assign students to work with specific patients who may assist the student in applying knowledge and gaining skills. Patients should grant consent for a student to provide care and may refuse involvement with students at any time during the clinical education process with no risk to their rights and access to care. Responsibilities of the Clinical Sites, CCCEs and CIs Agreeing to work with Trine University s DPT students includes taking on certain responsibilities, as well as receiving rights and privileges from interacting with the Trine University School of Health Science. The CCCE Manual on the APTA website is a practical tool to guide CCCEs in administering a student program http://www.apta.org/educators/clinical/educatordevelopment/). Trine University expects that Clinical Sites, CCCEs, and CIs adhere to the responsibilities as outline in the APTA website Guideline and Self-assessment for Clinical Education (http://www.apta.org/educators/clinical/sitedevelopment/). Rights and Privileges of Clinical Instructors CARE Clinical Instructors The Professional DPT core faculty understand the need to support clinical faculty. In a gesture of thanks, Trine University confers the clinical faculty for the CARE course series the following rights and privileges: Financial support towards annual APTA dues Recognition as clinical adjunct faculty for the intent of being eligible to receive continuing education credit from the State of Indiana Assistance with clinical practice questions Assistance with clinical education questions Collaboration in research projects Financial support for registration to the APTA Basic and Advanced CI Credential Training (first come, first served with limited seating) All clinical faculty are invited to attend the formal student poster presentations each year Yearly training courses related to clinical education and the Trine DPT program Invited to attend Trine University s training sessions for new faculty development Permitted to attend faculty meetings Invited to serve on DPT program committees Annual reviews by the DCE Receive quarterly newsletters from Trine University s School of Health Science 20
The right of clinical faculty to temporarily or permanently withdraw a student from the facility Clinical Instructors for Full-time Clinical Affiliations Clinical faculty volunteer to supervise Trine University DPT students without any form of increased compensation from the university. The Professional DPT core faculty understand the need to support clinical faculty. In a gesture of thanks, Trine University confers the clinical faculty (CCCE/CI) the following rights and privileges: Continuing education hours as per the PT State Practice Act of Indiana (Indiana CIs only) Assistance with clinical practice questions Assistance with clinical education questions Collaboration in research projects Financial support for registration to the APTA Basic and Advanced CI Credential Training (first come, first served with limited seating) All clinical faculty are invited to attend the formal student poster presentations each year Invited to serve on DPT program committees Receive quarterly newsletters from Trine University s School of Health Science Financial support or preferential registration for Trine University supported continuing education courses The right of clinical faculty to temporarily or permanently withdraw a student from the facility Clinical Education Sequence Trine University DPT program has five integrated clinical education experiences and four full-time clinical education affiliations. During the integrated clinical experiences students will be placed at local clinical sites in groups with highly qualified clinical instructors, whose focus will be on education. During these experiences students will be exposed to a variety of clinical settings. For full-time clinical affiliations, Trine University dedicates 34 weeks of the curriculum over the course of four full-time experiences. For these affiliations, students are encouraged to travel outside the Fort Wayne area. Course Semester Length DPT 5111 CARE I Fall of 1 st Year 4 hours every other week for 14 weeks DPT 5211 CARE II Spring of 1 st Year 4 hours every other week for 14 weeks DPT 5311 CARE III Summer of 1 st Year 3 hours every week for 10 weeks DPT 6111 CARE IV Fall of 2 nd Year 4 hours every other week for 14 weeks DPT 6211 CARE V Spring 2 nd Year 4 hours every other week for 14 weeks DPT 6314 Clinical Practicum Summer of 2 nd Year 4 weeks full-time DPT 7118 Clinical Internship I Fall of 3 rd Year 8 weeks full-time DPT 7128 Clinical Internship II Fall of 3 rd Year 8 weeks full-time DPT 7214 Clinical Internship III Spring of 3 rd Year 14 weeks full-time Communication between Trine University and Clinical Sites Prior to Student Arrival Request for Placement In March of each year, in compliance with the Uniform Mailing Date established by the Education Section of the APTA, a Request for Placement Form will be sent to the CCCE for completion for the full-time clinical affiliations. A list of available clinical affiliations is then generated for each full-time rotation. It is 21